Gendered Experiences of Inclusive Education for Children with Disabilities in West and East Africa

Autor/inn/en	Hui, Neva; Vickery, Emily; Njelesani, Janet; Cameron, Debra
Titel	Gendered Experiences of Inclusive Education for Children with Disabilities in West and East Africa
Quelle	In: International Journal of Inclusive Education, 22 (2018) 5, S.457-474 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hui, Neva)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2017.1370740
Schlagwörter	Gender Differences; Educational Experience; Disabilities; Sex Stereotypes; Inclusion; Violence; Sexual Abuse; Educational Quality; Educational Opportunities; Qualitative Research; Foreign Countries; Social Isolation; Interviews; Student Attitudes; School Safety; Student Empowerment; Social Attitudes; Gender Bias; Equal Education; Malawi; Sierra Leone; Togo; Guinea; Zambia; Niger + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; Bildungserfahrung; Handicap; Behinderung; Inklusion; Gewalt; Sexueller Missbrauch; Quality of education; Bildungsqualität; Bildungsangebot; Bildungschance; Qualitative Forschung; Ausland; Soziale Isolation; Interviewing; Interviewtechnik; Schülerverhalten; Studienberechtigung; Social attidude; Soziale Einstellung; Geschlechterstereotyp; Sambia
Abstract	Background: Education is a fundamental human right, yet many children with disabilities in low- and middle-income countries remain deprived of educational opportunities. The movement towards quality inclusive education (IE) aims to support all children at school. Although gender and disability are key factors influencing IE, limited research explores their combined influence. Purpose: This study explored the gendered experiences of IE for children with disabilities in West and East Africa. Methods: A qualitative interpretive secondary analysis was conducted on studies from Guinea, Sierra Leone, Togo, Niger, Zambia, and Malawi. Interviews with children, community members, and policy stakeholders were thematically analysed to explore intersections among gender, disability, and education. Findings: Boys and girls with disabilities experienced similar cases of social exclusion at school. However, girls with disabilities were further hindered by societal biases against their educational potential and by sexual abuse. While boys with disabilities were stereotyped as more capable, their experiences of emotional and physical violence were often overlooked. Implications: To achieve quality IE for all, strategies should aim to foster inclusive and safe school environments for all children, empower girls with disabilities to pursue education, and challenge gendered societal attitudes that hinder educational opportunities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01